Abstract
Integrating computational thinking into K-12 Education has been a widely explored topic in recent years. Particularly, effective assessment of computational thinking can support the understanding of how learners develop computational concepts and practices. Aiming to help advance research on this topic, we propose a data-driven approach to assess computational thinking concepts, based on the automatic analysis of data from learners’ computational artifacts. As a proof of concept, the approach was applied to a Massive Open Online Course (MOOC) to investigate the course’s effectiveness as well as to identify points for improvement. The data analyzed consists of over 3300 projects from the course participants, using the Scratch programming language. From that sample, we found patterns in how computational thinking manifests in projects, which can be used as evidence to guide opportunities for improving course design, as well as insights to support further research on the assessment of computational thinking.
Highlights
In 2013, former US President Barack Obama joined a campaign to encourage computer programming and stated:"Do not just buy a new video game, make one
In 2006, Wing proposed a wide description of computational thinking (CT), stating that it involved “solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science” (Wing, 2006), a skill that should not be limited to computer scientists
With the aim of investigating novel ways to assess computational thinking, this study proposed a data-driven approach to assess learners’ manifestation of computational concepts, based on the automatic analysis of data from computational artifacts created programming languages, as they explore and master computational ideas
Summary
In 2013, former US President Barack Obama joined a campaign to encourage computer programming and stated:"Do not just buy a new video game, make one. The new version of the Australian Curriculum includes Digital Technologies as one of its key learning areas, based on the use of computational thinking for the implementation of digital solutions (ACARA, 2014; Falkner et al, 2014). In 2006, Wing proposed a wide description of computational thinking (CT), stating that it involved “solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science” (Wing, 2006), a skill that should not be limited to computer scientists. Grover and Pea (2013), based on various definitions from researchers and organizations, propose additional elements that characterize CT, such as recursive thinking and debugging, besides highlighting the importance of computer programming for supporting the development of computational thinking. There is no single definition for CT, some of its features are widely accepted and guide different approaches to foster the development of this skill
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
